Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
P-Index
This Author published in this journals
All Journal Acta Pedagogia Asiana
Sanchez-Lopez, Eva
Unknown Affiliation
Education Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Microlearning and its Effectiveness in Modern Education: A Mini Review Mostrady, Ahmed; Sanchez-Lopez, Eva; Gonzalez-Sanchez, Andres Filipe
Acta Pedagogia Asiana Volume 4 - Issue 1 - 2025
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v4i1.496

Abstract

The modern educational environment is increasingly moving toward using innovative teaching approaches. One such approach is microlearning, which is characterized by delivering small, focused portions of information that can be quickly consumed and easily retained. Microlearning fits well within the context of digitized education. Its flexibility and adaptability make it a good match for the kinds of short, attention-limited spans that today's learners tend to have. This review will look at the concept of microlearning, the technological platforms that can be used for it, and the effectiveness of microlearning for improving learning outcomes. Several studies have shown that microlearning improves knowledge retention, lowers cognitive load, and allows learners to consume content at their own pace. These studies have established microlearning as a highly effective and flexible modern pedagogical practice. The dissemination of microlearning is now largely in the hands of digital tools—mobile apps, e-learning platforms, and social media—making it more accessible and convenient than ever before. In conclusion, microlearning presents a promising model for modern education, offering substantial cognitive benefits when applied effectively. However, it is essential to balance its use with more in-depth learning strategies to ensure comprehensive understanding.
Implementation of Formative Assessment in Engineering Education Sanchez-Lopez, Eva; Kasongo, Joseph; Gonzalez-Sanchez, Andres Filipe; Mostrady, Ahmed
Acta Pedagogia Asiana Volume 2 - Issue 1 - 2023
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v2i1.154

Abstract

Formative assessment is an assessment of student learning that aims to improve students' skills or understanding of certain course themes. Formative evaluations are often conducted in class, can be conducted anonymously, and are typically much more focused on certain abilities or knowledge. This article presents a comprehensive literature analysis on formative assessment in engineering education. As an integrated narrative review, this study's methodology included a systematic search, review, and writing of the literature in order to synthesize the important themes and conclusions of research in this field. The authors selected and reviewed the available literature using qualitative thematic criteria, focusing on the relationship between formative assessment and students' attitudes, FA and self-regulation skills, online formative evaluation, validity, reliability, and dishonesty of assessment, and engagement with critical learning processes. An increase in student involvement and centrality in the process as primary actors, as well as the building of a learning community, are among the cited benefits. According to the primary results, effective online formative assessment can generate a student- and assessment-centered emphasis through formative feedback and enhanced learner engagement with significant learning experiences. In the context of online formative assessment, it has been discovered that ongoing authentic assessment activities and interactive formative feedback are vital for overcoming validity and reliability concerns.
Co-Authors Gonzalez-Sanchez, Andres Filipe Kasongo, Joseph Mostrady, Ahmed